Unveiling Truths Amidst the Transition of Instructional Practices in Public High Schools

The study aimed to determine the root cause of stress of secondary public school teachers in Leyte Division during the transition of instructions from modular distance learning or blended learning to face-to-face learning modality. The study also aimed to determine the coping mechanisms of teachers amidst the stress of transition. The study interviewed ten public school teachers from Leyte Division who were selected through purposive sampling technique. The interviews were conducted using a researcher-made interview guide. The interviews were audio recorded, transcribed, and analyzed using Colaizzi’s method of analysis. The study found three emergent themes on the causes of stress among secondary public school teachers during the transition The themes include: readiness to accept the transition, relearning teaching skills and uplifting of learners condition. For the coping mechanism of the participants, the study found four emergent themes. The themes were quality time with family and friends, support system in the workplace, embracing realities towards positive mindset and alleviating stress through rest and recreation. Further, the participants found three emergent themes for their recommendations to improve the plight of secondary public school teachers. The themes were reduced number of students in classrooms, enhanced administrative support and revisit teachers’ roles.